Language Arts
Unit 3 Overview - Reading
Grade 8
Paramount Unified School District
Educational Services
Theme: The Road to Civil Rights
Standards
Reading
RL/RI.8.1 Cite text evidence that most
strongly supports analysis and
inferences.
RL/RI.8.2 Determine a theme or central
idea and analyze its development over
the course of the text; provide an
objective summary.
RL.8.3 Analyze how dialogue and
incidents in a story propel action, reveal
character, or provoke a decision.
RI.8.3 Analyze how a text makes
connections among and distinctions
between individuals, ideas, or events.
RL/RI.8.4 Determine the meaning of
words and phrases as they are used in a
text; analyze impact on meaning and
tone.
RL.8.5 Compare and contrast the
structure of two or more texts and how
it contributes to meaning and style.
RI.8.5 Analyze in detail the structure of a
specific paragraph in a text.
RL.8.6 Analyze how differences in points
of view create effects such as suspense
or humor.
RI.8.6 Determine an author’s point of
view or purpose and analyze how the
author responds to conflicting
viewpoints.
RI.8.7 Integrate and evaluate content
presented in diverse media and formats.
RI.8.8 Delineate and evaluate the
argument and specific claims in a text.
RI.8.9 Analyze a case in which two or
more texts provide conflicting
information on the same topic.
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Transfer Goals
1. Read, comprehend, and evaluate a range of increasingly complex texts and media written for various audiences and purposes.
2. Communicate ideas effectively in writing and speaking to suit a particular audience and purpose.
3. Listen actively to engage in a range of conversations and to analyze and synthesize ideas, positions, and accuracy in order to learn, reflect and respond.
4. Generate open-ended questions and conduct research to find answers through critical analysis of text, media, interviews, and/or observations.
Understandings
Essential Questions
Students will understand that…
Students will keep considering…
 Any conclusions you draw or inferences you make must be
supported by evidence from the text.
 The setting, characters, and plot of a story all work together to
develop the theme or central idea.
 Analyzing the development of key individuals, events, and ideas
in a text will help you understand the central idea.
 Authors make deliberate word choices that impact the meaning
and tone of the text.
 By looking at and analyzing the structure of individual sentences
or sections of a text, you can gain a greater understanding of the
text as a whole.
 Authors embed details in the text to develop a point of view.
 An author’s purpose will impact the content and style of a text.
 Each medium has unique qualities that affect the audience’s
experience.
 Good readers evaluate arguments by analyzing the reasoning and
evidence that is introduced.
 We can deepen our understanding of a theme or topic by
analyzing multiple, related texts.
 People can help to eliminate social injustice by working together
for a common purpose.
 What parts of the text lead me to make this conclusion or
inference?
 How do the setting and plot in the story help me understand
the characters and themes?
 How do the individuals, ideas, or events connect to each other
and to the larger central idea of the text?
 Why did the author choose to use this particular word or
phrase? How does it affect the meaning and tone of the text?
 Why did the author structure the text this way?
 How do we come to understand the point of view of the
narrator, speaker, characters, and/or author?
 What is the author’s purpose, and how does it affect the way
they write and the information they include?
 How do the specific aspects of the medium affect my
experience?
 What is the author’s argument? Is the evidence sufficient and
relevant?
 How does reading multiple texts help me understand a theme
or topic?
 How can we fight against social injustice?
Knowledge
Skills
Students will need to know…
Students will need to develop skill at…
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Academic vocabulary
Inferences/conclusions
Claim
Author’s purpose
Theme/Central idea
Allusion
Analogy
Symbol
Understanding academic vocabulary while reading
Making inferences and drawing conclusions
Identifying an author’s claim and/or purpose
Identifying the theme or central idea of a text
Recognizing and understanding allusions, analogies, and
symbols
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Language Arts
Unit 3 Overview – Writing, Speaking & Listening, Language
Grade 8
Paramount Unified School District
Educational Services
Theme: The Road to Civil Rights
Standards
Writing
W.8.2 Write informative/
explanatory texts to examine a
topic.
W.8.3 Write narratives to develop
real or imagined experiences or
events.
W.8.4 Produce clear and coherent
writing.
W.8.5 Develop and strengthen
writing as needed using the writing
process.
W.8.6 Use technology to produce
and publish writing.
W.8.8 Gather relevant information
from multiple print and digital
sources.
Speaking and Listening
SL.8.2 Interpret information
presented in diverse media and
formats.
SL.8.4 Present claims and findings.
SL.8.6 Adapt speech to a variety of
contexts and demonstrate a
command of formal English.
Language
L.8.1 Grammar and usage
L.8.2 Capitalization, punctuation,
and spelling
L.8.3 Use conventions when
writing or speaking
L.8.4 Word meaning
L.8.5 Figurative language, word
relationships, and nuances
L.8.6 Acquire and use academic
vocabulary
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Transfer Goals
1. Read, comprehend, and evaluate a range of increasingly complex texts and media written for various audiences and purposes.
2. Communicate ideas effectively in writing and speaking to suit a particular audience and purpose.
3. Listen actively to engage in a range of conversations and to analyze and synthesize ideas, positions, and accuracy in order to learn, reflect and respond.
4. Generate open-ended questions and conduct research to find answers through critical analysis of text, media, interviews, and/or observations.
Understandings
Essential Questions
Students will understand that…
Students will keep considering…
 Effective writers analyze, select, organize, and explain information
effectively.
 Effective writers keep their readers engaged throughout the narrative.
 The development, organization, and style of writing you choose to use
are dependent on the task, purpose, and audience.
 Quality writing requires effective planning, revising, editing, and
rewriting.
 Technology allows you to produce professional-looking publications as
well as share your ideas easily and efficiently with a wide audience.
 Quality expository writing uses paraphrased information from credible
sources that have been properly cited.
 Analyzing information from diverse media can help explain or clarify
information on a topic.
 An effective presenter incorporates a logical sequence, appropriate
eye contact, adequate volume, and clear pronunciation to present
claims and findings clearly.
 The formality of the English you use depends on the context and task.
 How do I organize my writing so that readers can have a clear
understanding of my topic?
 How do I develop my narrative to keep readers engaged?
 What is the purpose of my writing and who is my audience? What,
then, is the appropriate way to structure my writing?
 How can I use the writing process to develop my writing?
 How can I make my writing better?
 How can I use technology to collaborate with others as I produce and
publish my writing?
 How can I tell if a source is credible?
 How do I avoid plagiarism?
 How do the ideas in this video/audio/data add to my understanding of
the topic?
 How should I organize my presentation?
 How do I deliver my presentation clearly and keep the audience
engaged?
 How formal should my English be for this task?
Knowledge
Skills
Students will need to know…
Students will need to develop skill at…
 Academic vocabulary
 Latin prefixes
 Word origins
 Context clues
 Verb moods
 Inappropriate shifts in verb mood
 Compare and contrast writing structures
 Narrative writing structure
 Narrative transitions
 Pacing
 Presentation skills (eye contact, volume, pronunciation)
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Using academic vocabulary when speaking and writing
Using Latin prefixes and word origins to determine word meaning
Using context clues to determine word meaning
Forming and using verbs in the different moods
Recognizing and correcting inappropriate shifts in verb mood
Using transitions to convey sequence, signal shifts from one time
frame or setting to another, and show the relationships among
experiences and events
 Using pacing as a narrative technique
 Giving presentations
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8 Grade – Unit 3
Paramount Unified School District
Educational Services
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Unit 3 Text Sequence
Theme: The Road to Civil Rights
January 19 – April 5 (52 days)
LESSON
# OF DAYS
1
5
2
8
Narrative Writing Lesson
3
8
Roll of Thunder, Hear My Cry, Chapters 1-3 (novel)
4
8
Roll of Thunder, Hear My Cry, Chapters 4-6 (novel)
5
8
Roll of Thunder, Hear My Cry, Chapters 7-9 (novel)
6
8
Roll of Thunder, Hear My Cry, Chapters 10-12 (novel)
2
On-Demand Writing Assessment: March 28-29
3
SBAC Performance Task Practice
2
SBAC Interim Assessment: April 4-5
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TEXT(S)/ACTIVITY
“Mendez v. Westminster Background” (informational article)
“Mendez v. Westminster: Desegregating California’s Schools” (video)
“Brown vs. Board of Education” (informational essay)
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LESSON 1: 5 DAYS
January 19-26
RESOURCES:
“Mendez v. Westminster
Background,” (District website)
“Mendez v. Westminster:
Desegregating California’s Schools,”
(District website)
“Brown vs. Board of Education,” pp.
230-236
STANDARDS:
RI.8.1, 2, 3, 4, 5, 6, 7, 8, 9, 10
W.8.2
SL.8.2
L.8.4, 4b, 5, 6
ACADEMIC VOCABULARY:
Mendez v. Westminster Background
landmark, p. 1
fueled, p. 1
cease, p. 1
discriminatory, p. 1
affirmed, p. 2
Brown vs. Board of Education
elusive, p. 231
predominantly, p. 231
diligent, p. 233
intangible, p. 234
oppressed, p. 235
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INSTRUCTIONAL SEQUENCE
LESSON UNDERSTANDINGS:
 Analyzing the development of key individuals, events, and ideas in a text will help you
understand the central idea.
 Each medium has unique qualities that affect the audience’s experience.
 We can deepen our understanding of a theme or topic by analyzing multiple, related texts.
 People can help to eliminate social injustice by working together for a common purpose.
ESSENTIAL QUESTIONS:
 How do the individuals, ideas, or events connect to each other and to the larger central idea of
the text?
 How do the specific aspects of the medium affect my experience?
 How does reading multiple texts help me understand a theme or topic?
 How can we fight against social injustice?
READ THE TEXT:
 Students read the entire selection independently. (RI.8.10)
 Teacher reads the text aloud while students follow along, OR students take turns reading aloud
to each other, OR students listen to the audio version while following along. For a particularly
complex text, the teacher may choose to modify the order of the first two reads.
 For the video, allow the students to watch it all the way through the first time without taking
any notes. For the subsequent “reads,” the teacher may want to pause at appropriate
moments for the students to have a chance to take notes, have a discussion, or answer textdependent questions.
 Independent/partner/small group activity using a Thinking Map, short quiz, etc. to formatively
assess understanding of all students.
UNDERSTAND THE TEXT:
 As you go through the text with students for the close read, focus on reading and discussing
specific paragraphs or sentences where there are misunderstandings, key academic vocabulary
words, and important points related to the Lesson Understandings and Essential Questions.
 Text-dependent Questions
“Mendez v. Westminster Background”
1. What can you infer about Gonzalo Mendez? Cite evidence to support your answer. (RI.8.1,
RI.8.3)
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2. What was the main argument against the segregation of Mexican-American children in
California schools? (RI.8.1, RI.8.2, RI.8.8)
3. How was the reasoning in Mendez vs. Westminster used later in Brown vs. Board of
Education? (RI.8.2, RI.8.3)
4. What conclusions can you draw about Earl Warren based on his involvement in both cases?
(RI.8.3)
“Mendez v. Westminster: Desegregating California’s Schools”
1. How did the segregation of Mexican-Americans go beyond just schools? (RI.8.3)
2. How does the video add to your understanding of Mendez’s character? What evidence
supports this understanding? (RI.8.1, RI.8.3, RI.8.7, RI.8.9, SL.8.2)
3. Why is Mendez v. Westminster considered a “landmark” case? Cite evidence from both the
text and the video to support your answer. (RI.8.4, SL.8.2)
“Brown vs. Board of Education”
1. On p. 234, what was the main claim made by Thurgood Marshall in the lawsuit against the
Topeka school board? (RI.8.3, RI.8.8)
2. What evidence did the lawyers present to support the case against segregation in schools?
(RI.8.3, RI.8.8)
3. What was the Supreme Court’s decision in Brown vs. Board of Education? Why is this case a
significant event in American history? (RI.8.1, RI.8.2, RI.8.3)
4. What is the author’s purpose in concluding his essay with Linda Brown’s comments about the
impact of this case? (RI.8.5, RI.8.6)
 Vocabulary Study
 Students should work in depth with the academic vocabulary words using a variety of
methods and activities appropriate to the words chosen. (L.8.4, L.8.5, L.8.6)
 Focus on using Greek or Latin affixes and roots as clues to the meaning of a word. (L.8.4b)
 Latin prefix pre- means “before.” In predominantly, it means dominant before all
others.
 Latin prefix in- means “not.” In intangible, it means not tangible. The Latin root
tang means “touch,” so tangible means not touchable. See lesson on p. 238.
 Language Skills
 Analyze Word Origins, p. 229 and p. 237. (L.8.4b)
 Have students practice writing sentences using the words.
 Thinking Map Opportunities
 Use a Flow Map to sequence the events in either or both cases.
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Use a Double Bubble Map to compare and contrast the two court decisions.
Use a Multi Flow Map to show the causes and effects of the “Mendez vs. Westminster”
ruling and/or the “Brown vs. Board of Education” ruling.
EXPRESS UNDERSTANDING:
 Constructed Response: The Mendez vs. Westminster case paved the way for the Brown vs. Board
of Education case. How are these two cases similar? Use details from the two articles and the
video to support your answer. **Note to teacher: The Performance Task Practice that comes
later in the unit will use a compare/contrast writing prompt, so this is a good opportunity to
introduce this type of explanatory writing. (RI.8.1, RI.8.2, RI.8.3, RI.8.9, W.8.2)
LESSON 2: 8 DAYS
January 27 – February 7
RESOURCES:
Writing Workshop, pp. 602-605
Writing and Grammar Handbook,
pp. 48-62
“Transition Words and Phrases
Lesson” (District website)
“Narrative Transitions” (District
website)
STANDARDS:
W.8.3a-e, 4, 5, 6, 8, 9, 10
L.8.1, 2, 3, 6
ACADEMIC VOCABULARY:
point of view
setting
pacing
characterization
sequence
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LESSON OVERVIEW: This writing lesson is designed to reflect the format of the Performance Task
portion of the Smarter Balanced test. Students were given multiple sources to read in Lesson 1:
“Mendez v. Westminster Background,” “Mendez v. Westminster: Desegregating California’s Schools,”
and “Brown vs. Board of Education.” For this task, students must compose a narrative that incorporates
information from these sources. The purpose of the lesson is to provide students with strategies and
skills they will be able to use when confronted with a similar task on the Smarter Balanced test, so this
prompt uses the same language as the tasks on the SBAC.
WRITING TASK: Your school writing club is creating an online magazine that is a collection of historical
fiction stories. The audience for your online magazine is the teacher and students at your school as well
as parents and friends who can read the magazine online. Now you are going to write a story to include
in the online magazine. For your story, imagine you are a minority student trying to enroll in a public
school during the 1950’s Civil Rights Movement. In your story, tell about the challenges you encounter.
The story should be several paragraphs long.
Writers often do research to add realistic details to the setting, characters, and plot in their stories.
When writing your story, find ways to use information and details about either the Mendez v.
Westminster or Brown vs. Board of Education court decisions from the sources to improve your story.
Make sure you develop your character(s), the setting, and the plot. Use details, dialogue, and description
where appropriate. (W.8.3, W.8.4, W.8.5, W.8.6, W.8.8, W.8.9, W.8.10)
WRITING FOCUS:
 Use pacing to develop experiences, events, and/or characters
 Use transitions that show the relationships among experiences and events
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transitions
dialogue
sensory language
Language Arts
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LESSON UNDERSTANDINGS:
 Effective writers keep their readers engaged throughout the narrative.
 The development, organization, and style of writing you choose to use are dependent on the
task, purpose, and audience.
 Quality writing requires planning, revising, editing, and rewriting.
 Technology allows you to produce professional-looking publications as well as share your ideas
easily and efficiently with a wide audience.
ESSENTIAL QUESTIONS:
 How do I develop my narrative to keep readers engaged?
 What is the purpose of my writing and who is my audience? What, then, is the appropriate way
to structure my writing?
 How can I use the writing process to develop my writing?
 How can I make my writing better?
WRITE FROM THE BEGINNING AND BEYOND – REQUIRED LESSONS: These lessons may be taught during
Prewriting, Drafting, or Revising. Teachers should also select or create additional mini lessons based on
the needs of their students.
 Mini lesson to teach Coherence, Setting the Stage, p. 227. (W.8.3c)
 Teach narrative transition words/phrases. Teachers may use the “Transition Words and Phrases
Lesson,” and the “Narrative Transitions” list, or they may create their own lesson and list of
narrative transition words/phrases. (W.8.3c)
 Mini lesson to teach Main Idea/Focus, Setting the Stage, p. 152. This lesson will help students
understand the concept of pacing. They need to be sure they are spending more time and detail
on the interesting and important parts of the story and less time on the non-essential
information. (W.8.3b)
PREWRITING:
 Students should use two Circle Maps to brainstorm possible points of view and settings.
 Once students select a point of view and setting, they may use Circle or Bubble Maps to define or
describe their main character, including details that will work as evidence of their character
traits. For example, if the student says the character is funny, then the Map should include the
detail(s) that will be in the story to demonstrate that trait. (W.8.3b, W.8.3d)
 Students should use the Basic Structure to organize the paragraphs of their essay. The opening
should establish the point of view and introduce the characters, setting, and conflict; the middle
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boxes should be the attempts to solve the conflict; and the closing should reflect on the events of
the story. Teachers should guide students using Focused Modeled Writing (i.e., I do, you do) and
Oral Rehearsal. (W.8.3a, W.8.3e, W.8.5)
DRAFTING:
 Focus on embedded narrative transitions and pacing. (W.8.3b-c)
 If appropriate/possible, have students draft their essays at the computer. (W.8.6)
 Students should color code their paragraphs to match their Basic Structure. (W.8.3a, W.8.5)
REVISING:
 Have students get a peer to revise their essay. (W.8.5)
 Revise for appropriate and varied narrative transitions to create cohesion. (W.8.3c)
 Revise to omit non-essential or uninteresting information and to elaborate on the important
events.
 Revise to include more precise words and phrases and sensory language. (W.8.3d, L.8.6)
 SBAC provides the following questions on the test to help students revise. Consider having
students use them for their own self-revision as a practice for what they should do on the actual
Performance Task.
Your story will be scored using the following:
1. Organization/purpose: How effective was your plot, and did you maintain a logical
sequence of events from beginning to end? How well did you establish and develop a
setting, narrative, characters, and point of view? How well did you use a variety of
transitions? How effective were your opening and closing for your audience and purpose?
2. Development/elaboration: How well did you develop your narrative using description,
details, dialogue? How well did you use relevant details or information from the sources
in your story?
3. Conventions: How well did you follow the rules of grammar usage, punctuation,
capitalization, and spelling?
EDITING:
 Edit for correct use of conventions (grammar, punctuation, spelling, capitalization). (L.8.1, L.8.2,
L.8.3)
FINAL DRAFT:
 Students will type their final drafts. (W.8.6)
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LESSON 3: 8 DAYS
February 8-21
RESOURCES:
Roll of Thunder, Hear My Cry,
Chapters 1-3
STANDARDS:
RL.8.1, 2, 3, 4, 6, 10
L.8.1c, 4, 4a, 5, 6
ACADEMIC VOCABULARY:
Chapter 1
concession, p. 4
intriguing, p. 4
vigorously, p. 16
indignation, p. 29
Chapter 2
scoffed, p. 32
descended, p. 34
formidable, p. 34
uppity, p. 40
Chapter 3
resiliency, p. 42
embittered, p. 44
coddling, p. 45
oblivious, p. 51
dismayed, p. 54
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LESSON UNDERSTANDINGS:
 Any conclusions you draw or inferences you make must be supported by evidence from the text.
 The setting, characters, and plot of a story all work together to develop the theme or central
idea.
 Authors make deliberate word choices that impact the meaning and tone of the text.
 People can help to eliminate social injustice by working together for a common purpose.
ESSENTIAL QUESTIONS:
 What parts of the text lead me to make this conclusion or inference?
 How do the setting and plot in the story help me understand the characters and themes?
 Why did the author choose to use this particular word or phrase? How does it affect the meaning
and tone of the text?
 How can we fight against social injustice?
READ THE TEXT:
 Students should read a designated section of the text (e.g., one chapter at a time) independently
at home to allow sufficient class time for a close read. (RL.8.10)
 Teacher reads the text aloud while students follow along, OR students take turns reading aloud
to each other, OR students listen to the audio version while following along. For a particularly
complex section of the text, the teacher may choose to modify the order of the first two reads.
 Independent/partner/small group activity using a Thinking Map, short quiz, etc. to formatively
assess understanding of all students.
UNDERSTAND THE TEXT:
 As you go through the text with students for the close read, focus on reading and discussing
specific paragraphs or sentences where there are misunderstandings, key academic vocabulary
words, and important points related to the Lesson Understandings and Essential Questions.
 Text-dependent Questions
Chapter 1
1. On p. 7, why is the land so important to Papa? Cite evidence to support your answer. (RL.8.1,
RL.8.3, RL.8.6)
2. On p. 8-13, why doesn’t Cassie like T.J. Avery? Use details from the story to support your
answer. (RL.8.1, RL.8.3)
3. On p. 30, what inference can you make about Miss Crocker when she says, “Well, I just think
you’re spoiling those children, Mary. They’ve got to learn how things are sometimes”? How
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is Mama’s view of the situation different? Cite evidence from the text to support your
answer. (RL.8.1, RL.8.2, RL.8.3)
Chapter 2
1. On p. 37, what inference can be made as to why the father brings Mr. Morrison home?
(RL.8.3)
2. On p. 40, what conclusions can you draw about law enforcement based on Henrietta’s
experience with the sheriff? (RL.8.3)
3. On p. 41, why do the parents want the children to avoid going to the Wallace store? Cite
evidence from the text. (RL.8.1, RL.8.2, RL.8.3)
Chapter 3
1. Why does Stacey speak coldly to Jeremy on p. 49? What can you infer about Jeremy from
Cassie’s realization that he never rides the bus, not even in bad weather? (RL.8.3)
2. At the bottom of p. 51, it says, “Little Man was happily oblivious to the mud splattering on
him.” What does “oblivious” mean? Why is Little Man “happily oblivious” to how dirty his
clothes are getting when it usually makes him so upset? (RL.8.3, RL.8.4)
3. Mr. Avery comes to the Logan house to warn Mr. Morrison that the night riders might be out
that night. Who do you think the night riders are? What do you think their intentions might
be? (RL.8.3)
 Vocabulary Study
 Students should work in depth with the academic vocabulary words using a variety of
methods and activities appropriate to the words chosen. (L.8.4, L.8.5, L.8.6)
 Focus on using context clues to determine word meaning. (L.8.4a)
 Language Skills
 Teach mini-lesson on Verb Moods: Indicative, Imperative, and Interrogative. There are no
resources available in the textbook, so teachers may use slides 1-7 of the PowerPoint
“Verb Moods – Part One” located on the District website. Note to teachers: this language
skill will be assessed on the Unit Benchmark. (L.8.1c)
 Have students practice writing sentences using the different verb moods.
 Thinking Map Opportunities
 Use a Bubble Map to describe Cassie, Little Man, T.J., Miss Crocker, or Mama.
 Use a Double Bubble Map to compare Stacey and T.J.
 Use a Flow Map to sequence the events surrounding the school bus in Chapter 3.
 Use a Circle Map to brainstorm examples in the text that demonstrate racial tension
and/or discrimination.
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EXPRESS UNDERSTANDING:
 Thinking Map: Individually or with a partner, students will create a Tree Map to categorize the
members of the Logan family (Cassie, Little Man, Stacey, Christopher John, Papa, Mama, and Big
Ma). List at least one trait to describe each character and at least one detail from the novel as
evidence of that trait. (RL.8.3)
LESSON 4: 8 DAYS
February 22 – March 3
RESOURCES:
Roll of Thunder, Hear My Cry,
Chapters 4-6
STANDARDS:
RL.8.1, 2, 3, 4, 5, 6, 10
SL.8.4a, 6
L.8.1d, 4, 4a, 5, 6
ACADEMIC VOCABULARY:
Chapter 4
listlessly, p. 72
haughtily, p. 73
feigned, p. 74
vex, p. 94
retorted, p. 100
Chapter 5
subdued, p. 103
gingerly, p. 106
bland, p. 110
malevolently, p. 112
Chapter 6
dumbfounded, p. 119
awestruck, p. 120
ominously, p. 124
2016-17
LESSON UNDERSTANDINGS:
 Any conclusions you draw or inferences you make must be supported by evidence from the text.
 The setting, characters, and plot of a story all work together to develop the theme or central
idea.
 Authors make deliberate word choices that impact the meaning and tone of the text.
 An effective presenter incorporates a logical sequence, appropriate eye contact, adequate
volume, and clear pronunciation to present claims and findings clearly.
 The formality of the English you use depends on the context and task.
 People can help to eliminate social injustice by working together for a common purpose.
ESSENTIAL QUESTIONS:
 What parts of the text lead me to make this conclusion or inference?
 How do the setting and plot in the story help me understand the characters and themes?
 Why did the author choose to use this particular word or phrase? How does it affect the meaning
and tone of the text?
 How do I deliver my presentation clearly and keep the audience engaged?
 How formal should my English be for this task?
 How can we fight against social injustice?
READ THE TEXT:
 Students should read a designated section of the text (e.g., one chapter at a time) independently
at home to allow sufficient class time for a close read. (RL.8.10)
 Teacher reads the text aloud while students follow along, OR students take turns reading aloud
to each other, OR students listen to the audio version while following along. For a particularly
complex section of the text, the teacher may choose to modify the order of the first two reads.
 Independent/partner/small group activity using a Thinking Map, short quiz, etc. to formatively
assess understanding of all students.
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fleeted, p. 130
engulfed, p. 136
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UNDERSTAND THE TEXT:
 As you go through the text with students for the close read, focus on reading and discussing
specific paragraphs or sentences where there are misunderstandings, key academic vocabulary
words, and important points related to the Lesson Understandings and Essential Questions.
 Text-dependent Questions
Chapter 4
1. Mr. Morrison leaves it up to Stacey to tell Mama that he was fighting T.J. at the Wallace store,
which he does. Why doesn’t he try to hide his injuries instead of telling Mama the truth?
How and why does Stacey’s view of Mr. Morrison change at this point? (RL.8.3, RL.8.6)
2. What is the author’s purpose in including Cassie’s conversation with Big Ma as they sit by the
pond when you can tell Cassie has already heard these stories before? (RL.8.5)
3. Why does Mama take her children to see Mr. and Mrs. Berry instead of punishing them for
going to the Wallace store? (RL.8.1, RL.8.3)
4. Although sharecroppers like Mr. Turner know they are being cheated by the Wallaces, why do
they keep shopping at their store? Why is it easier for the Logans to boycott the Wallace
store than for other families? (RL.8.1, RL. 8.3, RL.8.6)
Chapter 5
1. Why doesn’t Cassie understand Mr. Barnett’s behavior in the store? What conclusion can be
drawn about Mr. Barnett based upon his actions towards the Logan children? (RL.8.3, RL.8.6)
2. Cassie and Lillian Jean bump into each other, which leads to an argument on the street. What
inference can you make about why Big Ma makes Cassie apologize? What details from the
text support this inference? (RL.8.1, RL.8.3)
3. After the events of the day in Strawberry, what conclusions can you draw about why Big Ma
and Mama never let Cassie or her younger siblings go with them to the town? (RL.8.1, RL.8.3)
Chapter 6
1. On p. 118, Stacey tells Cassie, “There’s things you don’t understand.” What is Stacey talking
about? (RL.8.2, RL.8.3, RL.8.6)
2. On p. 121-122, how can you tell that Big Ma doesn’t want Cassie to tell Uncle Hammer about
her day in Strawberry? Why doesn’t she want him to know what happened? (RL.8.1, RL.8.6)
3. On p. 126, Mama tells Cassie, “Baby, you had to grow up a little today.” In what way did
Cassie “grow up”? Cite evidence from the story to support your inferences. (RL.8.1, RL.8.3,
RL.8.6)
 Vocabulary Study
 Students should work in depth with the academic vocabulary words using a variety of
methods and activities appropriate to the words chosen. (L.8.4, L.8.5, L.8.6)
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 Focus on using context clues to determine word meaning. (L.8.4a)
 Language Skills
 Teach mini-lesson on Verb Moods: Inappropriate Shifts in Mood. There are no resources
available in the textbook, so teachers may use slides 8-11 of the PowerPoint “Verb Moods
– Part One” located on the District website. Note to teachers: this language skill will be
assessed on the Unit Benchmark. (L.8.1d)
 Have students practice fixing sentences with inappropriate shifts in mood.
 Thinking Map Opportunities
 Use a Flow Map to sequence the events leading up to the Logan’s purchase of the land as
explained by Big Ma in Chapter 4.
 Use a Bubble Map to describe Uncle Hammer or Mr. Morrison.
 Use a Multi-Flow Map to show the causes and effects of Cassie bumping into Lillian Jean.
 Use a Double Bubble Map to compare and contrast Lillian Jean and Cassie.
 Use a Multi-Flow Map to show the causes and effects of racism as Mama explains it to
Cassie.
EXPRESS UNDERSTANDING:
 Writing: Imagine you are Cassie and you are writing a diary entry reflecting on your day in
Strawberry. Summarize the events that occurred in town and when you got home. Include your
thoughts and emotions about these events. (RL.8.2, RL.8.3, W.8.3)
 Presentation: Plan and deliver a brief narrative presentation where you read your diary entry to
a small group. Students should have the opportunity to practice reading their diary entry with
appropriate eye contact, adequate volume, and clear pronunciation with a partner before
presenting to their group. (SL.8.4a, SL.8.6)
 Optional Exit Ticket or Class Discussion: What would you change or omit if this were a letter to
her father instead of a diary entry? Explain your reasoning. (RL.8.6)
LESSON 5: 8 DAYS
March 6-15
RESOURCES:
Roll of Thunder, Hear My Cry,
Chapters 7-9
2016-17
LESSON UNDERSTANDINGS:
 Any conclusions you draw or inferences you make must be supported by evidence from the text.
 The setting, characters, and plot of a story all work together to develop the theme or central
idea.
 Authors make deliberate word choices that impact the meaning and tone of the text.
 People can help to eliminate social injustice by working together for a common purpose.
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“Express Understanding
Assessment” (District website)
STANDARDS:
RL.8.1, 2, 3, 4, 6, 10
L.8.1c, 4, 4a, 5, 6
ACADEMIC VOCABULARY:
Chapter 7
interminable, p. 144
waning, p. 146
caldron, p. 150
goaded, p. 156
placid, p. 160
Chapter 8
pondered, p. 176
jovial, p. 177
bewildered, p. 190
shunned, p. 192
Chapter 9
trudged, p. 196
mussed, p. 199
exasperation, p. 208
rile, p. 209
despairingly, p. 214
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ESSENTIAL QUESTIONS:
 What parts of the text lead me to make this conclusion or inference?
 How do the setting and plot in the story help me understand the characters and themes?
 Why did the author choose to use this particular word or phrase? How does it affect the meaning
and tone of the text?
 How can we fight against social injustice?
READ THE TEXT:
 Students should read a designated section of the text (e.g., one chapter at a time) independently
at home to allow sufficient class time for a close read. (RL.8.10)
 Teacher reads the text aloud while students follow along, OR students take turns reading aloud
to each other, OR students listen to the audio version while following along. For a particularly
complex section of the text, the teacher may choose to modify the order of the first two reads.
 Independent/partner/small group activity using a Thinking Map, short quiz, etc. to formatively
assess understanding of all students.
UNDERSTAND THE TEXT:
 As you go through the text with students for the close read, focus on reading and discussing
specific paragraphs or sentences where there are misunderstandings, key academic vocabulary
words, and important points related to the Lesson Understandings and Essential Questions.
 Text-dependent Questions
Chapter 7
1. On p. 142-143, when Uncle Hammer discovers that Stacey has given his coat to T.J., he gives
him a long lecture. Why does he let T.J. keep the coat? What lesson is Hammer trying to
teach Stacey about life? (RL.8.2, RL.8.3)
2. At the bottom of page 157, Papa says, “Far as I’m concerned, friendship between black and
white don’t mean much cause it usually ain’t on an equal basis. Right now you and Jeremy
might get along fine, but in a few years he’ll think of himself as a man but you’ll probably be a
boy to him.” What does Papa mean by this? (RL.8.3, RL.8.6)
3. Why does Big Ma put the title to the land in her sons’ names? How will this help them
prevent Harlan Granger from getting the land? (RL.8.1, RL.8.3)
4. Why does Mr. Jamison say that he will back the credit of the people who buy in Vicksburg?
What risks does this involve for him? What does this show about how he feels about the race
problems in Mississippi? Cite evidence to support your answer. (RL.8.1, RL.8.2, RL.8.3,
RL.8.6)
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Chapter 8
1. On page 173, how is Cassie “Uncle Tomming” Lillian Jean? What is this an allusion to? Why
might she be doing this? (RL.8.3, RL.8.4)
2. Consider the importance of Cassie’s talk with her father about Lillian Jean. What is he
warning against? What is he suggesting is right for her? Cite evidence to support your
answer. (RL.8.1, RL.8.2, RL.8.3)
3. Why is Mama fired from her teaching job? How does her losing the job create a hardship on
the family? (RL.8.2, RL.8.3)
4. What does Stacey mean when he says about T.J., “What he got coming to him is worse than a
beating”? (RL.8.1, RL.8.2, RL.8.3)
Chapter 9
1. Why do Mr. Avery and Mr. Lanier decide not to shop at Vicksburg anymore? What would
happen if they were put on a chain gang? Cite evidence in your answer. (RL.8.1, RL.8.3,
RL.8.6)
2. On pp. 205-206, Papa makes an analogy using the fig tree. What lesson does he want his
children to learn from the fig tree? Use details from the story to support your answer.
(RL.8.1, RL.8.2, RL.8.4)
 Vocabulary Study
 Students should work in depth with the academic vocabulary words using a variety of
methods and activities appropriate to the words chosen. (L.8.4, L.8.5, L.8.6)
 Focus on using context clues to determine word meaning. (L.8.4a)
 Language Skills
 Teach mini-lesson on Verb Moods: Subjunctive Mood. There are no resources available in
the textbook, so teachers may use slides 1-8 of the PowerPoint “Verb Moods – Part Two”
located on the District website. (L.8.1c)
 Have students practice writing sentences in the subjunctive mood.
 Thinking Map Opportunities
 Use a Multi-Flow Map to show the causes and effects of Mama losing her teaching job.
 Use a Multi-Flow Map to show the causes and effects of the boycott of the Wallace store.
 Use a Flow Map to sequence the events in Cassie’s plot for revenge on Lillian Jean.
 Use a Bridge Map to illustrate the analogy of the fig tree.
EXPRESS UNDERSTANDING:
 Assessment: Students will take an assessment on Chapters 1-9. (RL.8.2, RL.8.3)
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LESSON 6: 8 DAYS
March 16-27
RESOURCES:
Roll of Thunder, Hear My Cry,
Chapters 10-12
STANDARDS:
RL.8.1, 2, 3, 4, 6, 10
L.8.1c, 4, 4a, 5, 6
ACADEMIC VOCABULARY:
Chapter 10
veered, p. 224
frenzied, p. 226
milling, p. 236
condescending, p. 240
desolately, p. 241
Chapter 11
vulnerability, p. 249
wrenching, p. 253
crescendo, p. 254
affirmation, p. 255
Chapter 12
menacing, p. 260
billowed, p. 261
acrid, p. 266
oblivious, p. 267
remnants, p. 268
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Language Arts
8 Grade – Unit 3
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LESSON UNDERSTANDINGS:
 Any conclusions you draw or inferences you make must be supported by evidence from the text.
 The setting, characters, and plot of a story all work together to develop the theme or central
idea.
 Authors make deliberate word choices that impact the meaning and tone of the text.
 People can help to eliminate social injustice by working together for a common purpose.
ESSENTIAL QUESTIONS:
 What parts of the text lead me to make this conclusion or inference?
 How do the setting and plot in the story help me understand the characters and themes?
 Why did the author choose to use this particular word or phrase? How does it affect the meaning
and tone of the text?
 How can we fight against social injustice?
READ THE TEXT:
 Students should read a designated section of the text (e.g., one chapter at a time) independently
at home to allow sufficient class time for a close read. (RL.8.10)
 Teacher reads the text aloud while students follow along, OR students take turns reading aloud
to each other, OR students listen to the audio version while following along. For a particularly
complex section of the text, the teacher may choose to modify the order of the first two reads.
 Independent/partner/small group activity using a Thinking Map, short quiz, etc. to formatively
assess understanding of all students.
UNDERSTAND THE TEXT:
 As you go through the text with students for the close read, focus on reading and discussing
specific paragraphs or sentences where there are misunderstandings, key academic vocabulary
words, and important points related to the Lesson Understandings and Essential Questions.
 Text-dependent Questions
Chapter 10
1. How did Mr. Morrison show both caution and strength when dealing with Kaleb Wallace?
Use details from the story to support your answer. (RL.8.1, RL.8.2, RL.8.3)
2. On pp. 231-233, the Logans discover that the bank has called up the note. What does this
mean? Why did this happen? Why isn’t their credit good anymore? (RL.8.1, RL.8.3, RL.8.4)
3. At the end of this chapter, why does Cassie almost feel sorry for T.J.? Cite evidence from the
story. (RL.8.1, RL.8.3, RL.8.6)
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Chapter 11
1. The title of this novel is an allusion to a traditional spiritual sung by slaves before the Civil
War. The song appears in its entirety at the beginning of this chapter. How does this spiritual
relate to the theme of the novel? (RL.8.2, RL.8.4)
2. Why did the Simms brothers pretend to be friends with T.J.? How did they use him for their
own benefit? (RL.8.1, RL.8.3, RL.8.6)
3. In what sense may the pearl handled pistol be a grim and ironic symbol? (RL.8.2)
4. On pp. 254-255, Mr. Jamison and the sheriff arrive to try and stop the hanging. Does the
sheriff seem to be interested in saving T.J.? How can you tell? Do you think the mob will listen
to Mr. Jamison? (RL.8.1, RL.8.3, RL.8.6)
Chapter 12
1. Why does Harlan Granger order the mob to give T.J. to the sheriff and to start fighting the
fire? What is the effect on Harlan Granger if the fire is not stopped? (RL.8.2, RL.8.3)
2. Why does Mr. Jamison not want Papa to go into town with the Averys to see T.J.? Cite
evidence from the story to support your answer. (RL.8.1, RL.8.2)
3. On the last page, Cassie says, “And I cried for those things which had happened in the night
and would not pass. I cried for T.J. For T.J. and the land.” How does this relate to the lessons
that Cassie has throughout the course of this novel? (RL.8.2, RL.8.3)
 Vocabulary Study
 Students should work in depth with the academic vocabulary words using a variety of
methods and activities appropriate to the words chosen. (L.8.4, L.8.5, L.8.6)
 Focus on using context clues to determine word meaning. (L.8.4a)
 Language Skills
 Teach mini-lesson on Verb Moods: Conditional Mood. There are no resources available in
the textbook, so teachers may use slides 9-19 of the PowerPoint “Verb Moods – Part
Two” located on the District website. (L.8.1c)
 Have students practice writing sentences in the conditional mood and fixing sentences
with inappropriate shifts.
 Thinking Map Opportunities
 Use a Bubble Map to describe T.J.
 Use a Multi-Flow Map to show the causes and effects of T.J. befriending Melvin and R.W.
Simms.
 Use a Circle Map to brainstorm possible meanings of the poem as it connects to the story
(Chapter 11).
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EXPRESS UNDERSTANDING:
 Storyboard: Each student will individually create a storyboard Flow/Tree Map to sequence the
main events in Chapters 10-12. Students should draw a picture of the event in the box, and then
write a short summary of the event on lines below the box, using vocabulary words from the
chapter whenever possible. (RL.8.1, RL.8.2, L.8.6)
ASSESSMENT: 2 DAYS
March 28-29
ON-DEMAND WRITING ASSESSMENT
LESSON 7: 3 DAYS
March 30 – April 3
LESSON OVERVIEW: This lesson is designed to give students strategies they can use when confronted
with the Performance Task on the Smarter Balanced test. Instead of using this test block for assessment,
we have decided to use it as an instructional tool. Teachers will walk students through the task,
modeling the strategies they can use and applying the tools students have already learned. There isn’t
time for students to actually write the essay, but they should create some appropriate Thinking Maps
and a Basic Structure to outline the writing if possible.
RESOURCES:
SBAC Performance Task
(www.caaspp.org)
STANDARDS:
RI.8.1, 2, 9
W.8.2, 4, 5, 6, 8, 9, 10
LESSON UNDERSTANDINGS:
 Any conclusions you draw or inferences you make must be supported by evidence from the text.
 Effective writers analyze, select, organize and explain information effectively.
 The development, organization, and style of writing you choose to use are dependent on the
task, purpose, and audience.
 Quality writing requires effective planning, revising, editing, and rewriting.
 Quality expository writing uses paraphrased information from credible sources that have been
properly cited.
ESSENTIAL QUESTIONS:
 What parts of the text lead me to make this conclusion or inference?
 How do I organize my writing so that readers can have a clear understanding of my topic?
 What is the purpose of my writing and who is my audience? What, then, is the appropriate way
to structure my writing?
 How can I use the writing process to develop my writing?
 How can I make my writing better?
 How do I avoid plagiarism?
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TEACHER PREPARATION (to be done before the lesson, without students):
 Before this lesson, teachers must log in to the CAASPP website (www.caaspp.org), hover over
“TA Resources” at the top, and click on “Interim Assessments.” Click on the “Interim Assessment
Viewing System” button. At this point, teachers will be asked to log in with their username
(district email address) and password. Select Grade 8, and then click on “Start Grade 08 ELA –
Performance Task (IAB)” at the bottom of the page (not the one toward the top that says (ICA) at
the end of the name). Select the only form available and do the Sound Check.
 At this point, teachers need to read the entire Performance Task and answer the three questions
in Part 1. Teachers should also complete Part 2 by writing the essay in response to the prompt.
 Once teachers complete the task, they should then plan how they can help students address this
type of task when they see it on the SBAC. The following lesson is just an outline and should be
modified to meet the needs of students and time constraints.
 Printing out the test for students is NOT allowed, so teachers have two options for instruction
with this performance task:
 The first option is for the teacher to log in to the viewing system on his/her laptop and
use the projector to show it on the screen for the students to see and follow along. This
is faster and does not require computers for each student, but reading the passages could
be more difficult.
 The second option is for the students to have computers in front of them so that they can
each log in to the test. This requires more technology to be available and teachers must
go through the process of opening a test session and accepting all of the students, but it
would make reading the passages easier.
LESSON OUTLINE (with students):
 Show students which section to read first. Read through the Task, the Directions for Beginning,
and the Research Questions. Point out to students how they will know which genre of writing
they will be doing and where the research questions are located.
 Read the four sources. Offer students a strategy for taking notes (e.g., a Tree Map with one
branch for each source, the Notes button at the top of the page, etc.). Do NOT close read these
passages with them. They need to read them independently and work from their own
understanding. The purpose of this lesson is not to teach reading strategies, but you can remind
them of strategies that you have previously discussed.
 Go through each of the research questions with students and model how to answer them and
which strategies to use. Be sure to model how to cite the sources in the answers to the
constructed response questions. The answers to these questions will directly help students plan
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



their essay, but they will not be able to go back and look at their responses, so students should
have a way of taking notes on these responses before they move on to Part 2. Students will have
access to the Notes they take on the computer if they use that tool. They will also have access to
any notes they have written on paper.
Go on to Part 2. Read the directions, your assignment, and scoring information. Explain to the
students the purpose of each of these sections. Focus them on the assignment since this is the
actual prompt. Help students analyze the prompt so they clearly understand the task. In the 8th
grade task, students are asked to write a compare and contrast essay, so once they pick out
those key words they will hopefully realize what kind of map they should make.
Have students use their notes from Part 1 to complete a Double Bubble Map that compares and
contrasts the two civilizations. There are three different ways to organize a compare and contrast
essay (see pp. 417-434, Write from the Beginning: Expository for more information). Depending
on the needs of the students, teachers can model one, two, or all three of these structures.
Have students use the Basic Structure to plan their essay. Remind students that they should only
uses words and phrases (NOT complete sentences) in their Basic Structure. If they use complete
sentences, it will take too long and they won’t have room to write everything. Once the middle
flow map boxes are filled in, model for students how to come up with a “controlling idea/thesis”
for their opening. Then have them complete the rest of the map.
Point out the scoring section underneath the assignment. Clarify for students that these are
questions to help them revise when they have finished writing their essay.
CLOSURE (with students):
 Discussion: Review the different parts of the Performance Task and the strategies that students
can use to be successful.
ASSESSMENT: 2 DAYS
April 4-5
2016-17
SBAC INTERIM ASSESSMENT: LISTEN/INTERPRET
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